Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8534
Title: Development of Students’ Science Identities in a Biology Classroom: A Learning Community Approach
Authors: Boldyreva, Elena
Niño-Soto, Maria
Slotta, James D.
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Boldyreva, E., Niño-Soto, M., & Slotta, J. D. (2022). Development of students’ science identities in a biology classroom: A learning community approach. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1541-1544). International Society of the Learning Sciences.
Abstract: This paper describes the objectives, theoretical framework, design and outcomes of a research study conducted with 55 students in a Grade 11 Biology classroom in a diverse urban school in Ontario, Canada. Students worked as a learning community to explore and discuss authentic case studies and datasets, evaluate the credibility of resources, participate in scientific argumentation, and explore science-related careers. The year-long curriculum, co-designed with a teacher and guided by a theoretical model of Knowledge Community and Inquiry (KCI), engaged students in co-constructing a collective knowledge base, supported by technology environments, where students made connections across course topics, connected to real-world issues, and explored science careers. Through the Career Exploration activity, students learned about their peers’ interests and became more knowledgeable about various careers; through their discussions, students were motivated to further explore their own science identities. Keywords: learning community, collaborative learning, science identity
Description: Short Paper
URI: https://dx.doi.org/10.22318/icls2022.1541
https://repository.isls.org//handle/1/8534
Appears in Collections:ISLS Annual Meeting 2022

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